Dissertation/Thesis Abstract

Factors that Influence Teachers to Remain in Priority Schools in Arkansas
by Allison, Heather, Ed.D., Arkansas State University, 2017, 112; 10602873
Abstract (Summary)

Teacher retention is a pressing issue for school districts throughout the nation. Attrition, combined with an older teaching population and increasing student enrollment, is causing a teacher shortage (Suell & Piotrowski, 2007). This teacher shortage is exacerbated in low-performing school. Many studies have been conducted to determine why teachers are leaving the classrooms of low-performing schools, but very few have examined the subject of why they are staying. This study attempted to identify teacher demographics and factors that exist in teachers who have five or more years of experience working in a Priority School in Arkansas. The results of the study determined that “commitment to making a difference to the students in the community”, “strong/effective administrative leadership”, and “relationship among staff” to be the most important factors considered when making the decision to stay employed in a Priority School.

Indexing (document details)
Advisor: Bounds, Steve
Commitee: McBride, Jackie, Nichols, Joseph
School: Arkansas State University
Department: Educational Leadership
School Location: United States -- Arkansas
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Attrition, Low-performing schools, Priority schools, Teacher retention, Teacher shortage
Publication Number: 10602873
ISBN: 978-0-355-14521-2
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy